Özet:

While the process of listening to foreigners in Turkish teaching is measured and evaluated, the practicers use measurement methods according to levels. The measurement methods used are aimed at improving students’ listening skills. Teachers are applied to measure the development of students in the field of listening skills according to the levels included in the AOBM, listening skills qualifications, the exam prepared by measuring. For foreigners to measure the listening skills of students in the field of Turkish teaching, the "Kur Exam, Level Identification Exam and Turkish Qualification Exam" is applied. In these exams, listening skills are measured and evaluated while listening parts are measured by the level of listening texts. In the study, a karma method has been used that contains both quantum and qualitative dimensions. The study first took the opinions of teachers using the survey technique from the quantum data collection tools. In the next stage, the content analysis, which is a quality method, has been identified in the measurement and evaluation of the listening process. The purpose of this research is to evaluate the problems identified by teachers in the Measurement and Evaluation of the Listening Process in Turkish Teaching to the Foreigners and to provide suggestions for the solution. The data we obtain from the teachers’ opinions and content analyses have been pointed out to the facts that should be observed before, in order and after listening, from the student’s listening errors, from the lack of listening activities in the source book, from the excess of word numbers and word diversity in the listening texts, from the lack of listening texts to the student’s level, from the teacher’s holding the student in a passive position in the listening process. At the end of the study, the process of listening was measured and various recommendations were ordered. The teacher should also pay attention to the state of functional use of the words by students, the use and style of the imla principles. In particular, if the students who are representatives of the nearby Turkish vocabulary bring richness to writing and speaking using their own vocabulary words, phrases and phrases, this character of the student should be assessed by the teacher and corrected if there are errors. The encouragement and admission of the students in the Turkish language is largely dependent on these assessments. With the teacher’s assessment, the Turkish leeches should contribute to Turkey. Because the source of wealth of Turkish literature and language is not only the mouths of Turkish, but the Turkish language is also important in this context.

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